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THE DESIGN AND IMPLEMENTATION OF A C...

GUTHRIE, WESLEY EUGENE.

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THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY./
作者:	GUTHRIE, WESLEY EUGENE.
面頁冊數:	155 p.
附註:	Source: Dissertation Abstracts International, Volume: 42-12, Section: A, page: 5097.
Contained By:	Dissertation Abstracts International42-12A.
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8210362

THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY.
GUTHRIE, WESLEY EUGENE.

THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY. - 155 p.

Source: Dissertation Abstracts International, Volume: 42-12, Section: A, page: 5097.

Thesis (Educat.D.)--The University of North Carolina at Greensboro, 1981.

The purpose of this dissertation was to design a conceptual model for identifying gifted and talented students in a public school setting in grades K-12, and to present a study of the actual events as the model was implemented. A historical background was presented to show the universal need to find the gifted and talented. This search for the gifted dates back to Plato; nonetheless, reliable practices for identifying these youngsters are still lacking.Subjects--Topical Terms:

1019158
Education, General.

THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY.
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245 1 4 $a THE DESIGN AND IMPLEMENTATION OF A CONCEPTUAL MODEL FOR IDENTIFYING GIFTED AND TALENTED STUDENTS, K-12: A CASE STUDY.
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502 $a Thesis (Educat.D.)--The University of North Carolina at Greensboro, 1981.
520 $a The purpose of this dissertation was to design a conceptual model for identifying gifted and talented students in a public school setting in grades K-12, and to present a study of the actual events as the model was implemented. A historical background was presented to show the universal need to find the gifted and talented. This search for the gifted dates back to Plato; nonetheless, reliable practices for identifying these youngsters are still lacking.
520 $a The construction of the conceptual model was planned in four stages: (1) recognition of need and appointment of a leader; (2) history of programs for gifted; (3) developing resource networks; and (4) beginning the program. The model was created with a free-flowing ameboid structure to accommodate human interactions and change during implementation. The model focused on multiple criteria for identifying gifted and talented as it evolved through the assignments and acceptance of leadership roles within a selected setting.
520 $a The case study methodology was employed to analyze the creation of an educational setting. The reporting of the case study was organized according to the structure of the conceptual model. The key elements included surveying the nation for current practices in identification of the gifted and talented, formulating a concept in gifted education, gaining commitment of school personnel, blue-printing action for the implementation, engaging personnel for involvement, reflecting on action, and expanding internal communications for program success.
520 $a To test the usefulness of the conceptual model, it was implemented in other educational settings. The writer concluded that the model has some practical applicability for adaptation in school systems outside North Carolina. Moreover, the analysis of theory/design and practice/implementation proved advantageous in moving educational aims toward better practices for identifying gifted and talented students.
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